In order to truly capitalize on our human potential we need to break the chains of poverty thinking. As an industry the National Minority Technology Council knows the true potential of the Urban Child because for many of us that is from whence we came! Many of our successful owners came from those communities that on the surface one would consider blighted. The truth is in the power of change and the spark of inspiration and divine intervention that enabled many of our minority technology owners and their employees the opportunity to realize the American dream. Diversity is not an option it is our national reality. Gone are the days where we delineate the worth of an individual by zipcode or heritage. The development of curriculum that connects students with high growth, high demand jobs is a matter of national security. The passage of Public Law 114-95 Every Student Succeeds Act allows for real impact to improve opportunity for all students, invest in local innovation, build evidence on what works, ensure transparency, and protect students' civil rights
Research Based Approach - Knowledge is Power
click on image above to view Congressional Report on STEM
We also need to end the cycle of reporting the problem. We must now concern ourselves with the solution. We use 2025 as a reminder that the graduating class of 2025 will be the first class where the minority will become the majority. This demographic reality informs us to a new critical pedagogy. We already know from he research found in the Congressional report above that researchers have identified dozens of school and non-school variables that contribute to racial and ethnic achievement gaps in STEM.
We know that in K-12 parental involvement and support, availability of bilingual education, culturally relevant pedagogy, early exposure to STEM fields, interest in STEM careers, self-efficacy in STEM subjects, and STEM-related education opportunities and support programs all are positive factors that influence the success of minority students in STEM. We also know that there are also school-based factors that contribute to minority under-preparedness in K-12 STEM education. Factors such as a lack of resources(underfunding) and less qualified teachers at schools that serve minority students, limited access to Advanced Placement courses, disproportionate tracking of minority students into remedial education, teachers' low expectations, stereotype threat, racial oppression and oppositional culture, and premature departure from high school are known and can be effectively mitigated with a solution based approach.